The GENERAL CONTEXT of such use is:
misrecognition versus legitimacy: If the relative autonomy of the school system can be treated as the necessary and specific condition for the performance of its class functions, this is because the successful inculcation of a legitimate culture and of its legitimacy presupposes recognition of the specifically pedagogic authority of the institution and its agents, i.e., misrecognition of the structure of social relations underpinning that authority. In other words, pedagogic legitimacy presupposes the delegation of an already existing legitimacy, but, in producing recognition of school authority, i.e., misrecognition of the social authority underlying it, the institution produces legitimation of the perpetuation of class relations in a sort of circle of reciprocal priorities.